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Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
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听力父母学习手语:呼吁进行系统性变革

Jos Ritmeester1, Beyza Sümer2, Marije Boonstra3

  • 1Institute for Logic, Language and Computation, University of Amsterdam, Amsterdam, the Netherlands.

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此摘要是机器生成的。

大多数聋子孩子都有听力父母,他们缺乏手语技能,冒着语言剥夺的风险. 早期学习手语有助于发展,听力父母需要公正的指导和更好的课程选择.

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科学领域:

  • 语言学的语言学.
  • 发展心理学 发展心理学
  • 听力学 听力学是指听力学.

背景情况:

  • 大多数聋子和听力障碍 (DHH) 儿童 (90-95%) 出生于有听力父母而没有先前的手语知识.
  • 这种情况给DHH儿童带来了语言剥夺的重大风险,影响了他们的语言,认知和社会情感发展.
  • 现有研究表明,早期接触手语有利于DHH儿童的发展,而不妨碍口语语言的学习.

研究的目的:

  • 探索听力父母学习手语的经验.
  • 识别父母手语学习中的障碍和促进因素.
  • 倡导系统性变化,以改善对DHH儿童听力父母的支持.

主要方法:

  • 对现有的关于听力家长在手语学习中的经验的文献进行定性审查.
  • 分析当前的支持系统和课程结构,用于家长的手语教育.
  • 识别家长在掌握手语方面面临的常见挑战.

主要成果:

  • 在试图学习手语时,听力父母经常面临专业人士的丧和限制性的支持系统.
  • 虽然有些国家提供保险覆盖的课程,但这些课程可能是医疗框架,并限制父母的选择.
  • 高级课程和专注于词汇而不是句子结构的材料的有限可用性阻碍了家长的进步.

结论:

  • 需要进行系统性变化,以提供公正的专业指导,并包括聋人和听力障碍者 (DHH) 的榜样.
  • 加强家长在手语课程中的选择,并采用对手语的社会文化视角至关重要.
  • 解决这些问题可以减轻语言剥夺的风险,并支持DHH儿童的整体发展.